Development of linguistic competences, subject skills, intercultural awareness and understandingInterdisciplinary educational conceptsCommunication with people from all over the worldConcept of “Normalität des Fremden”Current topics and types of textsDisadvantages of textbooks Different Methods of Creating Discourse Pia AckermannFabian HöhnLisa-Marie KringElvira Schmidt Table of Contents Historical Overview of the discourse problem Interactive Example Different Methods of Creating Discourse Historical Overview Role Plays help pupils to learn to speak with confidenceencourages thinking and creativitylet students develop and practice new language and behavioural skills in a relatively safe settingrole plays shouldn't be scripted out in detailNO SKITS Example of an unscripted role play Student A

You are booking into a hotel.

Elements:Book into the hotel - you have a reservation.

Complications:

You are on your own.You want a shower.You want breakfast in the morning.You have an early meeting and must not be late. Student B

You are a hotel receptionist.

Elements:Welcome the guest.Find them a room.

Complications:

You can't find their reservation.You only have a double room with bath available. 2002: Scott Thornbury widely spread: culture of positivismprinciple of order and assessmentlearners´ knowledge becomes countable learner: receiving end of a production line of transmittable facts Brock (1986): study on question types Referential questions (e.g. ‘What did you do at the weekend?')Display questions (e.g. ‘What is the simple past form of leave?')

Phase 1: First draftsPhase 2: Editing drafts and materialPhase 3: Presentation of resultsCriteria: S ignificantM eaningfulA chievableR elatedT ime-related 2005: Hans-Eberhard Piepho Didactical literature calls for new methodsUltimate goal: communicational competenceBUT transcriptions show: initiation – response – feedback (SINCLAIR/COULTHARD)Initiation and feedback are fixed boundariesInitiation = “Scheinfragen”Feedback only refers to formal correctnessReason: role of the teacher as controller vs. communication Interactive Example Interactive Example Role Plays Improvisation Games What is Improvisation?“Improvisation is a kind of activity done without preparation. Much of the speaking done in ESL/EFL students' classes is done with preparation - even if it's just a couple of minutes. However, in improvisation, students must create a scene, speak, act, react, and move without preparing. The decisions for what to say or do are made on the spot.” Taken from: http://esldrama.weebly.com/what-is-improvisation.html Improvisation-Theatre Why Using Improvisation Theatre in the EFL Classroom?

learner -centered activityincrease motivationopportunity for independent and critical thinkingfoster social interactions develop decision making skills and refine presentation skillseasy to integrate Why should we work with scenarios?

Increase independency of learnersGreat variety of language use and processingObservation and evaluation of individuals and whole class 1984: Gert Solmecke L: How many records has Vivian got?...X!S: She has got eight.L: Fine she has got eight. … How many chairs has Vivian got?etc.

Task: Think about ways how to initiate a (meaningful) discourse out of this sequence! Work in teams of two! Scripted Roleplay video Interactive Example Conversation could also look like this:

L: How many records has Vivian got?...X!S: She has got eight.L: Eight, that’s a lot, isn’t it?SS: Yes! No! etc. L: How many records have you got?S: I have got ten.L: Oh so many. I’ve only got one.SS: lachenL: No, I was only joking. Who has got more records than X? Methods of Creating Discourse Sources Kurtz, Jürgen (2011). “Breaking through the communicative cocoon: Improvisation in Secondary School Foreign Language Classrooms” Structure and Improvisation in Creative Teaching. Ed. R. Keith Saywer. Cambridge: CUP.

Thornbury, Scott (2002). “Training in instructional conversation.” Language in Language Teacher Education. Eds. Hugh Trappes-Lomax and Gibson Ferguson. Amsterdam: John Benjamins. 95-106. L: But what else can you see?S: Ich hab’ wasL: Yes, JennyS: Two boys are talkingL: Two boys are talking, yes okay, and? ChristineS: There are three planesL: Yes, there are three planes. Yes. How many planes are there? Tim? Tim pay attention. Now let’s count (Lehrer zeigt auf die die Flugzeuge).SS: One, two, threeS: Now, there are?S: There are three plane(s)L: Yes, there are three planes. I can’t here the ‘s’. There are threeS: PlanesL: That’s right, good.[] How can teachers improve?

Good for beginning improvisersActors are given a scene depending on age and language level“Two siblings play a board game. One accuses the other of cheating. An argument ensues.”“Two strangers are stuck in a room that has a security door. The one is overly concerned with getting out, the other wants to become friends, and so is in no hurry”

Actors have to decide why they have a certain position beforehand Improvisation-Theatre Emotion Party

A host of a party and his guests adapt the emotional state of each new guestHost: neutral emotion[Ding-dong; first guest enters]Guest 1: AngerHost and guest one “catch” emotional state[Ding-dong; second guest enters]…Whole class or small groupsNot watching new guests but rather let emotion travel aroundOpportunity: talking about expressing negative emotions without hurting anyone in reality